STUDY OF ANXIETY LEVELS EXPERIENCED BY STUDENT NURSES IN A PSYCHIATRIC CLINICAL SETTING (ROLE MODELING, NURSING EDUCATION).
Contributors: University of Idaho.
Published: 1993
Number of pages: 95
Subjects: Education, Higher.; Education, Administration.; Education, Curriculum and Instruction.; Health Sciences, Nursing.
Description: High anxiety can debilitate performance and learning, especially in the early stages (Spielberger and Smith, 1966). Student nurses entering a psychiatric clinical setting are anxious. The focus of this study was to explore the effects of instructional design upon the levels of anxiety of student nurses, in two Associate Degree college programs.

The State-Trait Anxiety Inventory Test, by Charles Spielberger, was utilized as well as the Productivity Environmental Preference Scale by Dunn, Dunn, and Price. A pretest and posttest State-Trait Anxiety test was administered to the psychiatric student nurses and a comparison study was performed. The Productivity Environmental Preference Scale was used to analyze the productivity and learning styles of the two colleges. Instructional design and instructor role modeling were the primary and secondary independent variables used in this study.

Through an analysis of covariance it was discovered, at the.05 level of significance, that a difference did exist between the colleges in student nurse pretest and posttest State Anxiety scores. Student nurses kept a daily clinical anecdotal note which reported their feelings about the psychiatric experience. The results of the anecdotal notes were categorized and overall response percentages were examined. The McNemar Chi-square statistic was used on the anecdotal data in the anxious category to give qualitative information regarding the student nurses' feelings.

The results of this study indicate that instructional design was a factor in student nurses anxiety change levels. The results on role modeling were inconclusive.
Notes: Source: Dissertation Abstracts International, Volume: 54-06, Section: A, page: 2069.

Thesis (PH.D.)--UNIVERSITY OF IDAHO, 1993.

School code: 0089.